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19 May 2003 : Column 547W—continued
A-Levels
Mr. Brady: To ask the Secretary of State for Education and Skills how many pupils have (a) been entered for and (b) taken a General Studies A-level in each of the last five years; and what estimate he has made of the number who will sit the exam this year. [109422]
Mr. Miliband: The following table shows the number of 16 to 18-year-old candidates who attempted GCE A-level General Studies in 1998 to 2002.
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| Number of 16 to 18-year-old candidates attempting GCE A-level General Studies | |
|---|---|
| 1998 | 78,971 |
| 1999 | 84,411 |
| 2000 | 87,765 |
| 2001 | 90,874 |
| 2002 | 58,311 |
Estimates of the number of candidates who will sit General Studies GCE A level in 2002/03 are not available.
Mr. Damian Green: To ask the Secretary of State for Education and Skills when he will publish the agreement between his Department, QCA and the awarding bodies in line with clause 95 of the Tomlinson Inquiry into A-level Standards to establish clear lines of responsibility and accountability. [110103]
Mr. Miliband: We will publish a Memorandum of Understanding between the Department and QCA shortly.
A2/AS Examinations
Mr. Willis: To ask the Secretary of State for Education and Skills what methodology his Department uses to calculate the numbers of students studying for A2 and AS examinations. [112853]
Mr. Miliband [holding answer 12 May 2003]: The numbers of students studying for A2 and AS examinations are collected through the Department's Annual Schools Census (ASC) and the Learning and Skills Council's Individualised Learner Record (ILR). The ASC information is a snapshot as at the third Thursday in January of each year. The ILR is a snapshot as at 1 November of each year
In both these data sources, information is collected on all the qualifications a student is studying for. However students often combine qualifications. In the departmental publication on the participation of 16–18 year olds, the figures are calculated on the basis of the highest qualification being studied. Part of this hierarchy of highest qualification is:
- Higher education
- NVQ3
- VCE A/AS level
- GCE A/AS level
So, for example, someone studying for a GCE AS level alongside a Double Award VCE would be considered as having the VCE as their highest aim.
The department also collects and publishes details of the number of A and AS level course enrolments by adults on courses offered by Local Education Authorities.
Adult ESOL Core Curriculum
Mr. Goodman: To ask the Secretary of State for Education and Skills which schools in the Wycombe constituency work as partners with the Buckinghamshire Lifelong Learning Partnership in relation to the Adult ESOL Core Curriculum. [112372]
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Margaret Hodge [holding answer 12 May 2003]: There are no schools working as key partners within the Buckinghamshire Lifelong Learning Partnership's Adult ESOL Core Curriculum project.
The key partners in the project are Aylesbury college, Amersham and Wycombe college and Buckinghamshire county council.
Autism
Linda Perham: To ask the Secretary of State for Education and Skills (1) what plans he has to introduce a specific qualification for young people with (a) autism and (b) similar disabilities; [112675]
- (2) what the form is of assessment for autistic children in (a) mainstream and (b) special schools; [112676]
(3) what plans his Department has to enable autistic young people to follow further education and higher education courses. [112677]
Mr. Miliband: The Special Educational Needs (SEN) Code of Practice gives statutory guidance to schools, local education authorities and others on assessing children's special educational needs and making provision to meet those needs, including the needs of children with autism.
Autism is a spectrum disorder with children across the spectrum showing the full range of intellectual abilities. Many children within the spectrum can, with the right support, achieve in National Curriculum assessments and external qualifications alongside their non-autistic peers. Special arrangements are available under the National Curriculum and from awarding bodies to allow children with SEN to take examinations and tests on an equal footing.
There are no assessment arrangements or qualifications that are specific to children and young people with autism or similar disabilities. However, there are a range of arrangements available for assessing the progress and recording the achievements of children with special educational needs, including those with autism, for whom the usual assessment arrangements and public examinations are not suitable. The Department, with the Qualifications and Curriculum Authority, has published guidance to help schools, including special schools, set targets for children with SEN who are performing below National Curriculum Level 1 or within Levels 1 and 2 in English, mathematics and science. The guidance contains Performance Criteria, the 'P' scales, which can be used to assess pupils' progress. Award schemes areavailable through which the key life skills of young people with SEN can be recognised and 'Progress Files' can be used to record their academic and non academic achievements. The Working Group on our 14–19 reforms, under the chairmanship of Mike Tomlinson, will be looking at assessment arrangements and how they can be used to motivate all learners.
A primary aim of SEN support is that young people with SEN make successful transitions from school to further education, training and adult life. The revised SEN Code of Practice, effective from January 2002, contains strengthened transition planning arrangements involving the Connexions Service. In addition, under
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the Learning and Skills Act 2000, the Connexions Service, on behalf of the Secretary of State, must carry out assessments of all young people with statements of SEN who are in the last year of compulsory schooling and are intending to go on to further education or training or higher education and may carry out assessments in other circumstances. The assessments are of the young person's education and training needs and the provision required to meet those needs. The Learning and Skills Council must have regard to these assessments and the Connexions Service is expected to work with the Council and other providers to make suitable learning opportunities available to young people with SEN. Under the Disability Discrimination Act 1995 further and higher education and training providers must make reasonable adjustments to prevent discrimination against disabled students and potential students.
More generally, the Government is developing an SEN Action Programme of practical measures to support local education authorities and schools, working in partnership with others, in improving provision for children and young people with special educational needs.
Linda Perham: To ask the Secretary of State for Education and Skills what plans he has to introduce ring-fenced funding in education for children with autism. [112683]
Mr. Miliband: We currently have no plans to introduce ring-fenced funding in education for children with autism or for any other type of special educational need.
British Sign Language
Mr. Boswell: To ask the Secretary of State for Education and Skills what action he is taking to address the implications for schools and colleges of the decision to reorganise British Sign Language, with particular reference to (a) teacher supply, (b) validation and (c) funding issues. [112849]
Mr. Miliband: While the Government has recognised British Sign Language as a language in its own right, we remain committed to preserving diversity and choice in relation to the different communication methods available for deaf and hearing impaired people. Children with hearing difficulties will continue to be taught in accordance with their and their parents' preferred style. Under the terms of the Special Educational Needs and Disability Act 2001, it is now unlawful for schools and further and higher education institutions to discriminate against disabled learners by treating them less favourably than others. In addition, institutions have a duty to provide reasonable adjustments to provision where people with disabilities might otherwise be substantially disadvantaged. The Government does not expect the statement of recognition to have any new implications for schools and colleges in relation to teacher supply, interaction between deaf children and others, or funding. We shall however be keeping all these issues under close review.
The Department for Work and Pensions (DWP) is providing £1 million to fund a discrete programme of initiatives to support the Government's statement of
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recognition. The DWP will shortly be consulting organisations of and for deaf people about how this funding should be allocated.
Capital Projects
Dr. Pugh: To ask the Secretary of State for Education and Skills which local authorities are planning to use revenues intended by the Government for schools to finance capital projects in 2003–04. [113159]
Mr. Miliband: The following table lists the 116 local education authorities who plan to use some of their revenue funding to support spend on capital projects in 2003–04, with the amount each authority has budgeted, as recorded on their section 52 budget statement.
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